GRADES 1 to 12 School: Grade Level: 7
DAILY LESSON Teacher: Learning Area: English
LOG Teaching Dates and Time: Week 3: February 9 - 13, 2026 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
February 9 February 10 February 11 February 12 February 13
I. Curriculum Content, Standards and Lesson Competencies
A. Content Standards The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts (academic text: expository
essays) and transactional texts (letter of request) for clarity of meaning, purpose, and target audience as a foundation for publishing original
informational and transactional texts.
B. Performance Standards: The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts (letter of request);
evaluate informational and transactional texts for clarity of meaning, purpose, and target audience; and compose and publish original
multimodal informational texts (expository essays) and transactional texts (letter of request) using appropriate forms and structures that
represent their meaning, purpose, and target audience.
C. Learning Learning Competencies
Competencies/Objectives Publish a multimodal informational text for one’s purpose and target audience: Expository Essay
Learning Objectives
[Link]
● Identify a specific problem related to environmental awareness and preservation and brainstorm possible solutions.
● Describe the specific situations where the problem exists, the target readers of the problem solution essay, and the purpose for writing
it.
2. Drafting
● Determine one’s thesis as the central idea of the essay.
● Gather facts and informed opinions (texts and images) to support the central idea.
● Write a problem-solution essay based on the central idea and supporting details.
● Draw a convincing solution to the identified problem.
3. Revising
● Revise the draft for clarity of main idea and validity/verifiability of supporting details.
4. Editing
● Edit the grammar, word choice, and writing mechanics of the problem-solution essay.
5. Publishing
● Publish a multimodal problem-solution text for one’s purpose and audience in any of the following:
o Digital or printed brochure
o Digital or printed pamphlet
o Digital or printed posters
III. Teaching and Learning Procedure
A. Activating Prior Welcome to Memory Review of the prewriting Review of the prewriting Review of thesis Review of the drafting
Knowledge Shore! stage and its importance. process and completed statements and essay process and its key
outlines. structure. elements.
Image cut-outs with key
terms from previous
lessons. Students recall
and share insights.
B. Establishing Lesson Island of Ideas Students will apply Introduction to the drafting Students will begin Focus on reflection and
Purpose prewriting skills to their stage and its goals. drafting their problem- application of learning.
Images related to a own essay topic. solution essays.
central issue (e.g., Setting Goals and
environmental). Guiding Expectations
questions about the
images and choosing an Students set personal goals
appropriate text for the drafting process.
structure for an
expository essay.
C. Developing and Wharf of Words S.O.S: Save Our Seas! Set The Sails S.O.S: Save Our Seas! Learners’ Takeaways :
Deepening Understanding (First Phase) (Second Phase) Exit Slip (3, 2, 1)
Crossword puzzle with Explanation of drafting, its
key terms related to the Individual prewriting purpose, and how it's done. Students use their Students summarize their
writing process. activity. Students choose Focus on writing prewriting work to draft learning, identify areas for
Discussion about a topic related to the introductions and their essays. Teacher further exploration, and ask
familiarity with terms and "Island of Ideas" images, developing the body of the provides support and questions.
expectations for the brainstorm, gather essay. Explanation of thesis guidance.
lesson. information, identify target statements and their A Brighter Mind
readers and purpose, and importance.
create an outline. Students reflect on "light
bulb moments," new
thoughts, and practical
applications of the lesson.
D. Making Generalization FishBone Concept Sharing and discussion of Making Ripples: Thesis Sharing of draft Sharing of reflections and
Map chosen topics, gathered Statement Gallery Walk introductions and body discussion about the
information, and outlines. paragraphs (optional). writing process.
Discussion about the Peer feedback and Students analyze a sample Peer feedback and
writing process as a suggestions. essay, identify issues and suggestions (if time
journey. solutions, brainstorm ideas, allows).
and write potential thesis
Set The Sails statements on sticky notes.
Gallery walk and group
Explanation of discussion of thesis
prewriting, its statements.
importance, and how it's
done.
VI. Evaluating Learning: Formative Assessment and Teacher’s Reflection
E. Evaluating Learning Making Ripples Students reflect on their Students refine their thesis Students reflect on their Formative assessment:
prewriting process and statements based on drafting process and True/False quiz on the
Group activity: identify any challenges or feedback and reflect on the identify areas for prewriting and drafting
Brainstorming essay insights. importance of a strong improvement. stages..
topics based on thesis statement.
provided images and
researching relevant
information.
Presentation of findings
using graphic
organizers.
F. Teacher’s Remarks
G. Reflection
Prepared by: Noted:
NAME NAME
English 7 Teacher Instructional Supervisor